Scaffolding English language learners for online collaborative writing activities

Such, Brenda

doi:10.1080/10494820.2019.1579233

“…This good teacher-student collaboration enable teaching and learning process run effectively. Good teacherstudent interactions can lead to the success of a program and improve students' academic achievement (Abbulhassan & Hamid, 2021;Chen, 2018;Ebru, 2018;Hendy, 2020;Krammer et al, 2018;Su et al, 2018;Such, 2019).…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Effectiveness of Intensive English Course in Islamic Higher Education

Ningrum¹,

Toyyibah²

2022

JEELS

0

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In the English Education department of the State Islamic Institute (IAIN) Kediri, there is a course so-called an Intensive English Course (IEC) program offered at the first semester. This course is designed as a preparatory program to prepare the students who come from various English proficiency backgrounds. This research is intended to evaluate the effectiveness of the IEC program. Employing a mixed-method approach, interviews, questionnaires, pre-test and post-test were administered to four Intensive English Course lecturers and 126 students. The findings of this study revealed that the program is effective as it is able to improve students’ performance, and the course material, teaching methods, and assessment conducted are appropriate. The interesting point to note is that, despite the fact that everything is well-prepared and the program has the potential to significantly improve the students' abilities, the improvement is still below par.

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“…Instructors can enhance TP by diligent and conscientious preparation, but it also helps if they are charismatic, honest, patient and non-judgmental. EA flourishes when programs or modules are well-calibrated, scaffolded, with a variety of interesting learning activities and regular feedback [73][74][75][76]. By sustained guidance, TP helps students construct or confirm meanings and reflect for eventual metacognition.…”

Section: Emotional Attachment and Its Constituentsmentioning

confidence: 99%

Learning Dispositif and Emotional Attachment: A Preliminary International Analysis

Huston

¹

,

Huston

²

,

Kozłowski

³

2019

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This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution.

show abstract

“…Instructors can enhance TP by diligent and conscientious preparation, but it also helps if they are charismatic, honest, patient and nonjudgmental. EA flourishes when programs or modules are well-calibrated, scaffolded, with a variety of interesting learning activities and regular feedback [73][74][75][76]. By sustained guidance, TP helps students construct or confirm meanings and reflect for eventual metacognition.…”

Section: Emotional Attachment and Its Constituentsmentioning

confidence: 99%

Learning Dispositif and Emotional Attachment: A Preliminary International Analysis

Huston

¹

,

Huston

²

,

Kozłowski

³

2019

Preprint

0

View full text Add to dashboard Cite

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution

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Scaffolding English language learners for online collaborative writing activities

Cited by 21 publications

References 19 publications

Evaluating the Effectiveness of Intensive English Course in Islamic Higher Education

Evaluating the Effectiveness of Intensive English Course in Islamic Higher Education

Learning Dispositif and Emotional Attachment: A Preliminary International Analysis

Learning Dispositif and Emotional Attachment: A Preliminary International Analysis

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